Art……………………………………………………………..1

Business Education……………………………………………5

English Language Arts………………………………………..6

English As A Second Language……………………………...12

Foreign Language………………………………………….…14

Health Education……………………………………………..18

Home and Career Skills………………………………………20

Mathematics…………………………………………………..23

Music…………………………………………………………27

Physical Education……………………………………………33

Science………………………………………………………..36

Social Studies…………………………………………………40

Technology Education………………………………………..45

Computer Education…………………………………………47

Support Programs:

Interscholastic Athletics………………………………………50

Guidance Services……………………………………………52

Library/Media Services………………………………………54

Psychological Services……………………………………….58

Special Education…………………………………………….60

Speech/Language Therapy……………………………………63

School To Work………………………………………………64

Health Office…………………………………………………66

Other Reports:

Test Data Results……………………………………………..68

Athletic Teams Grade Point Average………………………...90

Regents Results………………………………………………91

Graduation Report……………………………………………96

Advanced Placement Results…………………………………97
 
 

Elementary

Primary Goal:

• To create, understand, learn, and practice using various techniques and mediums in art based on artist, historical and cultural influences, and references
• To test 4^th grade students’ knowledge and understanding about the elements of art and art vocabulary. For all students to receive 80% mastery

• Art class affords students the opportunity to explore, to acquire the skills and knowledge to express themselves through various media
• Students learn to follow directions, problem solve, and sequentially expand the physical skills necessary to create art

• Students work in various mediums
• Students develop and illustrate the Elements of Art
• Students’ work displayed at Guild Hall

Short Term:

1. Time during the school day scheduled for labeling, matting and hanging students’ work
2. Install vent for kiln
3. Create a site for students’ art in the school web page

1. Establish a Professional Circle among the East End Art Teachers
2. Include students in the Portfolio Review process
3. Build the 3-D display case in the main hall by the office

• Guild Hall, Scholarships

• 494

Middle School

Primary Goal:

• To provide hands-on art experience related to the 5^th and 6^th grade social studies and 7^th grade English curricula

• Program services 4-10 week rotations of students in the 5^th and 6^th grades and 2-20 week rotations for the 7^th grade
• Provides an extra art period in addition to students regularly scheduled art period
• Provides an open/pull-out period for students to attend subject tutorials as needed

Provides computer time for research of projects/subjects provided

• Art Club meetings and activities
• Art work exhibited in the Guild Hall Student Show
• Wall murals designed and implemented for Middle School hallways

1. For project alignment, it would be helpful if social studies classes could run simultaneously
2. Update scoring rubric for art projects to include "pride"

1. Overall plan with well-defined focus, coordinated with the social studies and integrated art teacher(s) needs to be developed
2. Written art curriculum, mapping, etc. documents needed
3. Students should be exposed to a greater variety of material/media processes
4. More community based projects, field trips, and art shows
5. Closer contact or involvement with parents, mainly with the Studio In Art course

• Art Club – 5^th through 8^th grade
• Middle school musical
• Winter and spring concerts
• Graduation decoration
• Guild Art Show

• 208

High School

Primary Goal:

• To continue to offer a variety of art courses in which students of all levels can achieve success
• To increase the enrollment of under subscribed courses
• To monitor existing and future courses to ensure that they are aligned with state standards
• To continue using Studio in Art as the foundation for an art sequence (3-5 years)

• All art courses follow NYS curriculum guidelines
• Courses are designed to reach the beginner through career art student
• Students are encouraged to participate in local, regional, and national competitions
• Students are given guidance, application assistance, and recommendations for colleges
• Portfolio students are provided with the opportunity to speak with and to view the portfolios and current work of post-grad portfolio students
• Students are provided with opportunities to display their work at school exhibitions, area and local venues

• All portfolio students were accepted to their first choice colleges with scholarship awards
• Students participated in the Anti Bias poster contest (10) with (2) honorable mentions
• 90% of students participated in the Student Arts Festival at Guild Hall
• Students and art faculty exhibited work at the East End Arts Council
• Students work was entered in the Congressional Art Competition
• Scholarship awards from the LVIS, Springs Improvement Society, East End Artists Alliance, and the Camerata Society
• Work exhibited at Southampton Artists Association Invitational Exhibition
• Participated in the "KIDS CREATE! ART FOR SALE"
• Participated in the Nature Conservancy sponsored artist in residence experience in Montauk-Donald Lipski at the Andy Warhol Estate
• Students have been awarded Victor D’Amico scholarships for the past two years
• Art teachers are practicing artists
• AP Art History enrollment has increased

Short Term:

1. Teaching staff should have an increased role in course/time scheduling
2. Examine the criteria and acceleration process by which middle school students are selected for Studio in Art and ensure that tracking does not occur
3. Re-examine ratio of process work vs. book/art history
4. Restructure Creative Crafts breaking it into CCI and CCII to provide greater flexibility in scheduling and course selection
5. Display and exhibition space should be maintained regularly
6. Teaching staff should be informed of available conferences/coursework to continue professional development
7. Teaching staff should be presenters at the awards program
8. Photography students should be submitting portfolios to local professional photography assoc. for scholarships

1. Consider the addition of AP Portfolio course
2. Common prep time for teaching staff to foster communication and program development
3. Expand exposure of the program and increase enrollment by offering additional sections of Creative Crafts and Computer Graphics
4. More display opportunities and more display facilities in common areas
5. Studio-in-Art is closely correlated to global studies curriculum and could easily be expanded to a team taught course
6. Research involvement in the National Art Honor Society

• Beachplums Literary Magazine
• Student work published in Tideline yearbook
• Student work is featured on cover(s) of the Program of Studies
• Set design and decoration for school plays
• Student work is used by local organizations, newspapers, and merchants
• Art Club students completed a permanent diptych for the high school corridor
• Students assist in showcase display

• 250

High School

Primary Goal:

• To increase an awareness of the various personal and career-related opportunities in the Business Department

• Provide students with the necessary skills to enter college and/or workplace upon graduation

• Students work displayed in high school showcase
• PTA Business Presentation
• Suffolk County Sheriff’s Internship Program
• Shadowing
• Criminal and Business Law field trips to Criminal Court and crime investigation at NYIT – guest speakers from within the community

Short Term:

1. Update course selection brochure yearly
2. Monitor enrollment and provide opportunities for students to pursue a business sequence
3. Affiliate with a local college to offer a college credit experience
4. Work more closely with STW

1. Update and install software
2. Rearrange physical settings of computer lab room #35 to provide more stations and a more business type setting
3. Introduce career planning within the full year curriculum of keyboarding/word processing

• Mock trial
• Cooperative work
• Outside job placement

• 194

Elementary

Primary Goal:

• To continue the implementation of the reading program, Success For All
• To implement the Early Literacy profile, consisting of listening, speaking, and writing assessments
• To prepare students for WRAP, CTP III, and 4^th grade ELA assessments

• Ninety minutes of structured reading
• Writing rubrics completed and distributed to every student
• Assessments every 8 weeks
• Running records will be kept on each child
• Improved note taking skills using graphic organizers

• Parallel tasks completed and mainstreamed
• Writing prompts introduced on 1^st grade level using rubrics to assess progress
• Improved scores on the ELA and CTP III assessments

Short Term:

1. To complete the work started with the consultants from Success For All; to ensure the successful implementation of Success For All
2. To complete the work started with Dr. McCann to implement the Early Literacy profile
3. To implement the Early Literacy Profile

• Review the recommendations of the Success For All consultants for improvement to program
• Update paralled tasks

• N/A

• N/A

• To improve writing skills as assessed on the ERB writing assessment, specifically to improve their use of detail in development paragraphs in order to find success on extended writing pieces
• To meet or exceed the achievement goals for students as outlined in the NYS Standards and ELA assessment in Language Arts. Areas of achievement include reading, writing, listening, and speaking
• To meet state and district goals
• To align the curriculum to CTPIII and ELA
• To acquire information and understanding involving collecting data, facts, and ideas; discovering relationships, concepts, and generalizations and use knowledge to acquire and transmit information by asking probing and clarifying questions and interpreting information in one’s own words
• To listen and read for literary response, comprehending, interpreting, and critiquing imaginative tests. Speaking and writing for literary response. Listening and reading language for critical analysis and evaluation presenting opinions. Reading, writing for social interaction

• The reading program uses NYS Curriculum and also uses skills to meet the CTPIII and ELA tests
• Writing instruction using prompts is modeled after the ERB test, as well as lessons based on the EHMS Assessments (former Brenda Weaver)
• A variety of genres are used to facilitate reading, process writing, listening, and speaking skills. Skills and tasks are based on those necessary to achieve in the NYS ELA tests, ERB Writing, and CTPIII tests
• The grade 6 Language Arts program reflects the four learning standards created by the NY State Educational Department. This thematic literature based program consists of reading, writing, speaking, and listening skills that are developed throughout the year

• Use of a school rubric adapted from the ELA/ERB rubrics for self and peer evaluations
• Reading/Writing tasks are integrated with other subjects when appropriate
• ERB/ELA parallel tasks are used to familiarize students with assessment tasks and formats
• Students learned to use figurative language through the writing of Haiku and Tanka poems and expressed the meaning of the poems through water color illustrations
• Grade 5-8 integrated the Landmark Study Skills program. Students were taught how to be active learners through structured note-taking practices
• Students participated in a Folklore Unit where students created and presented skits highlighting myths, folk tales, and fables. Students engaged in a three level evaluation process
• Grades 5-12 conferencing
• Chamber of Horrors
• Folk Tales puppet show
• Writing winners in The Independent Short and Scary Story Contest
• Two winners in the East Hampton Library Short Story Contests
• 7^th grade year end trip to Boston/Salem Massachusetts
• Preparation for the Tri-State evaluation
• Seeds of Peace Program featured @ Hamptons International Film Festival
• Student documentaries
• Mr. Jody and Mrs. Canniff were selected by the NYS Middle School Association to present at the October 2000 conference
• Mrs. Canniff selected as an Educator of Excellence for 2000 by the NYS English Council

1. Create a file of additional writing prompts and exemplars
2. Expand ELA tutorials
3. Work with Dr. McCann to align curriculum more strongly with ERB/ELA/CTPIII assessments
4. Provide regular/consistent time for professional dialogue as a cross-grade Language Arts team to make curriculum decisions and to discuss best practices to be implemented in classrooms
5. Develop specific parallel tasks to teach and assess students to be used by all ELA teachers
6. Keep class size small
7. Hire more support personnel
8. Develop assessments for current curriculum that reflect the ERB/ELA assessment formats
9. Place a computer knowledgeable teacher in the Computer Room during study hall to help with student writing projects
10. Place four extra computers that are networked into Room 222 in order to give more computer opportunity to honors and resource room students
11. Continue involvement with HIFF October 11-15 – Cyber Show. Com/Nobel Peace Laureate Program

1. Extend short term goals to include time to analyze assessment data and adjust curriculum and teaching on a regular basis
2. Develop interdisciplinary teams (Rubric should be used throughout disciplines)
3. Develop a software program to easily collect and aggregate data
4. Change the format of common time or allow bi-weekly meetings with the English Department to discuss 5-8 articulation
5. Design units that will address mechanics and other language arts areas that will reflect the CTPIII’s
6. Additional training in technology for language arts teachers

• Participation in Eastern Suffolk Reading Council’s Creative Writing Contest
• EH Town Anti-Bias Task Force’s contest "What I Can Do to Make a Difference:
• Integrated art
• Language Arts Tutorials
• Extra Help
• "Young Authors’ Night" for English 7 Honors Students
• Students filmed by Channel 12 for a Teacher of the Month segment to be aired in the fall of 2000
• Waves Literary Arts Magazine

• Grade 5 – 116
• Grade 6 – 101
• Grade 7 – 117
• Grade 8 - 116

• To develop an understanding of the writer’s craft, e.g., recognizing literary elements and techniques in context (this, in turn, helps students become better writers, as well as readers), recognizing historical connections
• To help students sharpen their skills in all four areas of the ELA (focus on critical lens)
• To increase the mastery level percentage of students taking the ELA test
• To continue to revise curriculum and assessments to meet and exceed the criteria of ELA state-mandated examinations and ERB on-demand tests
• To increase the level of performance in the area of vocabulary and analogies in preparation for the SAT’s

• All students must adhere to the NYS ELA Standards

• Increased enrollment in Honors and AP courses
• NCTE finalist – Annabel Raebeck
• Participation in WordMasters (National challenge). Highest award for individual achievement – Sara Douglas; award for outstanding achievement – Kendall Bahns, Shannon Carney, Bethany Dellapolla; Corinne Weaver, Alex Hudson, Caitilin McKee, Sydney Stutterheim, and Tim Leeney
• Participation in the Hampton Shorts Young Writers Contest: Erin Ingraham – second place winner
• Participation in the Bridgehampton Library’s Budding Author’s Program: special recognition awards – Sydney Stutterheim, Linda Janota, Marisa Wetzel, Jackie Ryan, Shannon Rose Flaherty, Christopher Gatlin
• Preparing students in Grade 9 with a solid foundation for future assignments (Grades 10-12), e.g., mini-reports, oral presentations, critical evaluation, etc.
• Tri-state visitation
• ELA and ERB rubric aligned and used for all writing tasks Grades 5-12
• Writing tasks aligned with ELA standards and ERB according to grade levels
• Summer reading program
• Development of ELA parallel tasks

1. Emphasize quality verses quantity in the areas of reading and writing (fewer assignments that go more in-depth, along with many short assignments, e.g., mastering the paragraph
2. Offer more opportunities for creative writing
3. Incorporate more creative writing and poetry into 10, 11, 12 curriculum
4. Locate and order grade appropriate material for tasks 1-4
5. Research usage/conventions handbook for all students Grades 9-12
6. Some college essay work – fall grade 12
7. Staff needs work space, additional classroom
8. Create a table of uniform correction symbols to be used by teachers of English Grades 9-12
9. Focus on developing strategies to show students how to incorporate literary devices into their analyses of Tasks 3 and 4 writing assignments
10. Have students work more closely with the writing process, e.g., brainstorming, proofreading, revising, multi-drafts, and publishing
11. Allow planning time with same grade teachers to coordinate curriculum
12. Add more literature in Grade 12
13. Ensure that all students reflect on all their writing and set goals for themselves at key junctures
14. Create interdisciplinary activities
15. Expand scoring rubrics
16. Exemplars mailed home for ERB/ELA
17. Address Tri-State recommendations

1. Teach students to internalize the new ELA/ERB rubric by making them peer editors in a variety of assignments; students are likely to gain a better understanding of the five qualities through discussion, prescription, and re-assessment steps
2. Adjust curriculum in all grade levels to accommodate more on-demand writing activities
3. Have students work more closely with ELA/ERB rubrics
4. Have students take more ownership of works read in class
5. Have students read an eclectic array of books, e.g., more modern works, more multi-cultural works
6. Revamp summer reading program to include broadening the reading lists for the various grade levels, preparing a new format for presentation of lists, and changing the type of final assessment
7. Down-size classes for success/quality interaction
8. Reassess the required reading for all grade levels
9. Visit portfolio vs final and research papers vs midterm in grade 12
10. Continue training of teachers in the grading of the 11^th grade regents
11. Train teachers to grade the ERB writing test
12. Encourage Syracuse University Project Advance students to sit the AP English Language test in May
13. Continue to offer English 11 Team teaching
14. Expand the team teaching concept to include ESL classes
15. Integrate a Violence Prevention Unit into the ninth grade curriculum
16. Increase the honors enrollment and establish clear criteria for entrance into the honors program

• Mentoring student writers (creative and academic writing)
• Interdisciplinary projects (art, literature, global history)
• Beachplums literary magazine
• Writing contests
• Beachcomber
• After school extra help

• 718

Return to TOP

• To teach English to students whose native language is not English and who score below the 40^th%ile on the New York State LAB (Language Assessment Battery) Test
• To support Limited English Proficient students in mainstream classes
• To help students and their families feel comfortable in the United States school settings by having regular parent outreach meetings
• To inform students and their families about the new standards and expectations and to help the students prepare to meet post-secondary opportunities through written correspondence, conferences, orientation videos, phone calls, and group parent meetings
• To further narrow the achievement gap of minority students by continuing to refine instructional support on all levels

• ESL classes follow the regulations of NYS curriculum. See chart for ESL instruction time
• Bilingual classes are provided at the beginning level in social studies and math at present at the high school. A pullout program with ability and multi-age grouping exists at the elementary and middle schools.

• ESL Parent/Teacher/Student Breakfasts (K-12) and daytime parent conferences
• After School Academies at the high school in math, English, and social studies enhance students’ performance in these areas
• Increased use of computers has enriched all LEP students’ academic experiences (K-12)
• Field trips to Ellis Island, The Statue of Liberty, The Ballet Folklorico of Mexico, The East Hampton Library, Morgan Rank Gallery for an exhibit of primitive Mexican art
• Reciprocal reading of homemade books between the elementary and high school beginning ESL students as an end of the year project
• First place poster award in a contest sponsored by The Anti Bias Task Force of the Town of East Hampton (Beginning ESL students).
• Integrated Success For All kindergarten thematic units taught to third grade ESL students integrating all content areas
• Thematic units taught to third grade ESL students integrating all content areas

1. Network all computers in room 8 to the Internet and school printers (high school)
2. Adjust middle school program to 5^th/6^th and 7^th/8^th groupings
3. Update intake video for middle school
4. Establish Jump Start program at all schools. (This is a 2-week program for newly arrived students meant to familiarize them with their new school, new language, and the new standards
5. Provide a monthly enrollment profile entry/exit, grade level, credit, country of origin, etc.

1. Offer bilingual Regents math and science classes to our ESL students (high school)
2. Establish a bilingual student/teacher/parent newsletter to be published monthly (high school)
3. Encourage search for a bilingual guidance counselor on staff to help students and their parents with counseling for high school, college, and post secondary schooling opportunities
4. Seek grant funding to have a bilingual aide in each school
5. Investigate two way bilingual programs for the elementary school for possible future implementation
6. Provide a bilingual teaching assistant in each school
7. Seek larger classroom for ESL students in the middle and elementary schools
8. Seek bilingual volunteers to help with the homework clubs at the middle and elementary schools
9. Provide bilingual materials for all ESL students to assist them in their content area classes
10. Establish a Parent Center in cooperation with the town for ESL students’ families, which would help them adjust to the community
11. Staff development for regular education and ESL teachers on working with the Limited English Proficient (LEP) students
12. Staff development in conversational Spanish
13. Provide monthly chart for all teachers regarding ESL enrollment including in/out reasons et al.

• Spanish Club – offers the high school ESL students the opportunity to share their cultures and language with American students
• Student work/Study Program at the high school allows our bilingual students to work with beginning ESL students in all three district schools and act as assistants to the ESL teachers for credit
• Adult tutors from the East Hampton Community have been working one on one with our high school students several times a week for the past year
• Special parent outreach programs and conferences are held in all schools throughout the year
• Middle school and elementary school Homework Clubs helped students complete assignments
• Hispanic parent-to-parent outreach program established at middle school. Parents who wish can have weekly progress reports via the telephone in Spanish

• High School 75
• Middle School 26
• John Marshall Elementary School 60
• TOTAL 161 Presently Enrolled

Return to TOP

• Understand the culture, customs, and traditions of the countries of the target language and recognize and appreciate similarities and differences with own culture
• Communicate *in the target language
• Understand that languages have structure and that structure varies from language to language
• Enhance listening and other communications skills, collaborative skills, research skills, and higher order thinking skills by applying these to the study of another language and other cultures
• *"Communicate" in this context means the ability to relay information with the least possible loss of meaning through reading, writing, speaking, and listening.

• French and Spanish classes adhere to foreign language New York State requirements. After two years of language study (Spanish/French 7/8) the course ends in a proficiency exam

• Field trips abroad and to New York City
• Authentic projects displayed, guest speakers from Spain, fashion show, Power Point kid menus, food unit, various other cultural projects
• Dictation recordings and cassette recordings for oral practice

1. Bring back Spanish/International club
2. Better partnership with ESL kids
3. Interdisciplinary unit for French combining history and writers
4. French poetry program
5. New internet program
6. Purchase of more materials for the new Spanish 6 program

1. Tutorials for students at risk
2. More language classes earlier at elementary levels
3. New course – 6^th grade French for the whole year
4. Establish French sister school for exchange program
5. Change and adjust curriculum to better prepare Spanish 7 students for the proficiency exam

• French clubs
• French exchange program

• Approximately 225 students

• Understand the culture, customs, and traditions of the countries of the target language and recognize and appreciate similarities and differences with own culture
• Communicate *in the target language
• Understand that languages have structure and that structure varies from language to language
• Enhance listening and other communication skills, collaborative skills, research skills, and higher order thinking skills by applying these to the study of another language and other cultures
• Prepare students to be successful on Level III Regents exam
• *"Communicate" in this context means the ability to relay information with the least possible loss of meaning through reading, writing, speaking, and listening

• Foreign language is required for all students who want to graduate with a Regents diploma. The (three year foreign language sequence requirement culminates in a Regents exam at the end of Spanish/French III). Students who do not wish to graduate with a Regents diploma are required to have one year of foreign language seat time between kindergarten and grade 9.
• Courses follow New York State curriculum guide
• The department offers advanced electives for major/concentration, sequences for graduation, college credit, and Advance Placement

• Collaboration and coordination of feeder district curriculum through twice a year meetings
• Spanish IV and Native Language Arts odes and poetry contributions to Beachplums
• Two New York City museum field trips with the Italian class
• Spanish AP field trip to see Lorca play
• Classroom cultural awareness week of famous French, Spanish, and Italian contributors to the world
• Weekly meetings of teachers to coordinate daily lessons of same subject matter/language level
• Foreign language department trips aboard
• Spanish reading program at the public library
• Mentoring of new teachers
• International Christmas around-the-world festivities
• Full month of intense extra help preparation for Spanish and French Regents
• Spanish III special unit on illegal immigration and laws/politics affecting Hispanics around the world
• Honors, AP, and Distance Learning courses offered in various languages
• Foreign language computer software lessons available in ITC for reinforcement of curriculum
• International Foreign Language Film Week Festival after school for extra credit in classes
• Interdisciplinary high school and elementary school Hispanic dance program
• Membership in almost all foreign language professional associations
• Spanish III commercials unit in conjunction with BBS
• Pen pals around-the-world program for honors classes
• Some peer training

1. Review Scope and Sequence for Spanish 1-2-3 coordinating the three
2. Monitor student retention in program level 1?2, 2?3, 3?4
3. Greater access to computer hardware and software as well as other technologies
4. Need a place for quiet work, equipped with materials, phones, etc. The faculty room is a lunchroom and relaxation room, not a place for preparation and study
5. Need storage areas for books, audio-visual materials, and equipment
6. Foreign language tutorials for all "at risk" students, using paid tutors
7. Institute Spanish/French homework club
8. Additional foreign language classroom space
9. Start an International Dance Club
10. Review procedures for entry into and retention in honors and advance placement course
11. Provide training and materials for Native Language Arts classes
12. Work more closely with ESL staff on placement of ESL students in language classes
13. Implement strategies which will increase percentage of students achieving mastery on the Regents exam
14. Develop strategies to increase the number of students moving from Level III French to Levels IV and V

1. Review new test possibilities more in line with communicative approaches
2. Develop new Spanish AP Literature course
3. Spanish and French Honor Societies
4. Develop a Foreign Language Lab program and facility
5. Consider an additional language offering as enrollment in the high school grows
6. Offer opportunities for travel abroad

• Spanish, French, and Italian Clubs
• Hispanic Leaders Club
• Angelo del Toro Hispanic Youth Leadership Institute Conference
• Spanish IV and Italian I Honors Poetry Contest at Stonybrook University
• International Food Night
• Multicultural Day activities
• National Foreign Language Week celebrations
• Volunteer Spanish reading at East Hampton Public Library

• N/A

Return to TOP

• To provide:
• Opportunities to clarify values and attitudes about health that develop a sense of personal health responsibility
• An understanding of growth and development
• Pride in developing and maintaining health and wellness
• A critical attitude toward health services and products
• Opportunities to discuss problems with an adult who is interested and knowledgeable.
• An interest in the health and safety aspects of their daily lives

• Health is a half-year course that meets everyday. The course uses the learning standards of New York State. All topics relating to health are covered

• Participated in the World of Difference contest
• Participated in the World Aids Day contest
• Introduced a variety of guest speakers-experts in new areas as learning styles, brain chemistry, and disabilities
• Use of computer, websites as part of regular instruction
• Reinforcement of DARE program

1. Bring AIDS Quit to East Hampton High School next year
2. Peers educating peers about AIDS
3. Training new group of students in TATU (Teens Against Tobacco Uses) program
4. Improve the freshman orientation program using trained peers and consider the concept of visiting lecturers

1. Field trips to participate in Teen Advisory program
2. A health strand at each grade level

• Health Awareness Days
• Peer mediation
• Sciences, math
• Target training
• Freshman orientation

• N/A

 

 
HOME AND CAREER SKILLS

• As daily living becomes more complex, it is increasingly important to encourage all boys and girls, men and women, to take responsibility for their own lives; to exercise their rights; and to respect the rights of others in the workplace, in the community, and at home

• HCS provides opportunities for students to gain "knowledge and skill in the processes of personal development, consumer skills, and money management. Nutrition, clothing, and personal environment management as well as career planning…."

• Display of student completed projects to build esteem and gain peer recognition
• Career exploration developing a career portfolio
• Career shadowing opportunity as culminating event. Sharing their experience with others

1. Continue to develop and refine curriculum that integrates the learning standards
2. Replace large appliances in room
3. Rewrite curriculum incorporating more foods and projects that articulate with high school program
4. Incorporate junior achievement and community service in curriculum

1. Update and remodel classroom facilities
2. Incorporate food projects across all grade levels 6-8

• Junior Achievement – 7^th grade
• Career Shadowing – 8^th grade

• 1999-2000 - 359

• To provide two sequence opportunities (Human Development as well as Food & Nutrition) to meet Regents sequence requirements, as well as providing springboards for career exploration in related areas.

• FACS courses use NYS curriculum and learning standards to prepare individuals to be competent, confident, and responsible in managing personal, family, and career lives. Provides laboratory experiences that foster leadership and group skills

• Child Psychology – institute Developmental Domains Projects
• Gourmet Foods – create original Pasta Dish Contest/Gourmet Dinner Series Project
• Fieldwork in Child Studies – some took course for college credit; placed at JMMES, Session House, Child Development Center of the Hamptons
• Food & Nutrition – guest speaker from New York Restaurant School

1. Increase publicity about the FACS program
2. 1 range in room 76
3. Work on increased enrollment in fieldwork

1. Expand the current part-time FACS position to a full-time position (thus increasing enrollment)
2. Expand advanced culinary courses to allow students to pursue a 5 credit sequence
3. Reinstate Housing and Environmental Core ("interior design)

• Food & Fun – 2 sessions (14 periods each) Nutrition Education Program for local preschoolers operated by the Child Psychology classes
• Student assistance to enter Johnson & Wales National High School Recipe Contest
• Recruited and supervised student volunteers at Taste of the Nation fundraiser for local hunger

• 1999-2000 Fall – 131
• Spring - 112

Return to TOP

• To improve the scores on the New York State Mathematics exam
• To implement the goals and principles of the NCTM Standards for Mathematics, K-4
• To have students gain an appreciation for the study of mathematics

• Integration of mathematics with science
• Graphs displayed in classrooms and hallways
• Celebration of math month (April)

• Children collect data for display
• Higher level problem solving introduced via examples

1. Articulation of curriculum with east end schools

1. Selection of a new mathematics series for grades, K-4

• N/A

• 495

• To understand mathematics and become confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, and probability

• NYS standards. Courses offered: Grade 5,6,7. Sequential Math I, Sequential II, Pre Math A and accelerated math classes

• Landmark study skills
• Holiday charity fund raises
• Student mathematics symposium
• Gifted student experience at SUNY Westbury
• Crazy math posters
• Use of math journals
• Group for the South Fork O.W.L.S. program

1. Improve NYS Math 8 exam scores
2. Improve CTP III, ERB scores
3. Expand technology resources
4. Introduce more problem solving throughout the curriculum
5. Focus on algebraic skills at all grade levels
6. Expand use of tutorials

1. Reinstitute Chapter I program for low-level learners
2. Improve CTP results
3. Correlate curriculum topics to real life problems
4. Increase enrollment in accelerated programs to get more students to higher-level math
5. Integrate more group processing and interdisciplinary explorations
6. Create longitudinal study of related data in grades 5-8, Accelerated 6, Math 8, Sequential I, & II

• Math teams in grades 7 and 8
• Suffolk County middle school math contests
• Math clubs
• Homework clubs
• Homework hotline
• Math tutorials

• 450

• To prepare students for college level math and entry requirements such as SAT I, SAT II, AP
• To prepare all students to pass and master Sequential I, II, III N.Y.S. Regents’ exams
• To prepare all new students to meet and exceed the new Math A and Math B exams
• To prepare all students in understanding the new standards

• NYS Math standards
• Courses offered: Pre-math A/Math A, Pre-Calculus, A.P. Calculus, P.A. Calculus, Computer Science courses (C++, Visual Basic, Discrete Math, Intro. To Computers), A.P. Statistics

• Prepared three year curriculum implementation plan
• Thirty-six students attended Suffolk County math contests
• Teachers used Geometry Sketch pad software in lab
• Students created geometric Valentine math poems
• Students created geometric illustrations
• Teachers attended curriculum writing for new Pre-Math A and Math A
• Large increase in student extra-help sessions after school
• Second year of A.P. Statistics
• Work on curriculum alignment with ESL, Special Education program

1. Limit number of rooms one teacher works in each day
2. Allow common planning time
3. Find acceptable resources for up-coming math courses
4. Improved equipment (blackboard) (whiteboard)
5. Evaluate new Pre-Math A course
6. Monitor progress of Level 1-2 math students
7. Monitor effectiveness of new "lab"/tutorials

1. Integrate graphing calculators into math curriculum
2. Smooth transition into new Math A, Math B
3. Articulate K-12 math curriculum, including sending districts
4. Participate in team teaching/co-teaching models with Special Education and ESL
5. Increase enrollment in A.P. statistics
6. Provide staff development in Math A, differentiated instruction
7. Build use of technology into math instruction

• Math team
• Suffolk County math contests
• American League math contests
• N.Y.S. League math contests
• SAT Prep course

• N/A

• To enable students to compose music of their own
• To expose and educate the students to the basic rudiments and elements of band and orchestra

• During the middle two quarters of 99-00, intensive training and instruction were given in the elements of music so that in quarter 4 they could compose and perform an 8 measure pentatonic melody
• One 40 minute instrument lesson weekly
• One 40 minute ensemble lesson, 4^th quarter

• Note reading tests scores went, on average, from 27% to 75% in 4^th grade General Music
• Mastery increased from 4% to 53% in 4^th grade General Music
• Wonderful pentatonic original melodies in 4^th grade General Music
• June 15^th concert with band, orchestra, and chorus December concert, 4^th grade
• Mastery of approximately 10 notes instrumentally
• Mastery of basic reading of music for instrument playing
• Mastery of 10 simple folk/familiar songs

1. Refine instruction to further increase mastery
2. Allow more time for editing
3. Develop small group extra help sessions
4. Longer meetings for small group instrument instruction
5. Start ensemble meetings earlier in the year – January/February
6. Begin instruction earlier in the year, by end of September

1. Institute a simpler version in Grade 3
2. Inquire into Orff/Kodaly correlations and investigate a new program including it
3. 4^th grade in elementary school
4. Start students on percussion instruments
5. Heterogeneous groupings toward spring (i.e., clarinets with saxophones)

• Band, Orchestra, and Chorus
• Recorder Club

• General Music – 495
• Band – 56
• Orchestra - 28

• To increase sight reading skills at all levels and have students learn basics of different styles and periods of music
• To expose and educate students in the basic rudiments and elements of basic music skills

• Chorus: 40 minutes, 3 times a week
• General Music: 8/10 week marking period, 5 times a week, 40 minutes
• One period group lesson per week, three after school band rehearsals per week (5^th grade),
• 2 ½-3 band rehearsals per week (7/8^th), and numerous extra help sessions during lunch period

• Band/Chorus
• December concerts reflecting multi-culuturism
• May concerts (7/8^th grades with High School Chorus)
• Hampton Festival – 8 students
• NYSSMA – 15 soloists
• SCMEA – 3 students
• Power Point program with:
• 6^th grade general music: music history
• 5^th grade general music: world music
• Multicultural music and ethnic appreciation
• Instrumental
• Winter and spring Concerts
• HMEA Festival – 10 students selected
• SCMEA Division I – 1 student
• SCMEA Division II – 1 student
• NYSSMA Festival – 15 students
• Strings
• SCMEA Division I Festival – 1 student
• SCMEA Division II Festival – 1 student
• LISFA Festival – 1 student
• NYSSMA Festival –16 students

1. Rotating 7/8^th grades to give equal time to band/orchestra and chorus (SCMEA Division I, 3 students, Division II, 2 students)
2. 6^th grade – other courses offered for students who do not have desire to continue instruments or chorus
3. Allow 8^th grade Regents lab to rotate so students can continue chorus
4. Return 5/6 Band to the school day
5. Schedule concerts in January and May

1. Increased enrollment in 7/8^th grade chorus (male and female)
2. Higher NYSSMA scores and levels
3. More use of computer equipment for general music project
4. Return participation band to 25% - 30% and orchestra to 20% of student population
5. Create a school policy for teachers regarding lesson rotation
6. Inventory replenishment

• Middle School Chorale (7^th & 8^th grades)
• Hampton Festival
• SCMEA Divisions I & II
• NYSSMA

• General Music – Approximately 270
• Chorus – 450 (Gr. 5-8)
• Band – 64
• Orchestra - 39

• Band
• To teach every student in the band to play the chromatic scale
• Chorus/Music Theory
• Chorus – To improve music performance skills
• Orchestra
• To expose and educate students in intermediate rudiments and elements of music and intermediate playing skills

• Band
• Ten performances – four parades, four football half-time shows, two concerts, including daily classes, rehearsals
• Chorus/Music Theory
• Sight-singing vastly improved. Students in NYSSMA auditions received additional written comments complimenting them on reading skills
• Orchestra
• One period group lesson per week
• Five (or three) Orchestra rehearsals per week (3 if student is in Orchestra/Chorus)
• Extra help session during lunch period

• Band
• Two students named to All-County Band
• Twenty-one students named to HMEA Band
• Jazz Band performance at Disney World and Jazz Band receives "Excellent" rating in National Festival
• Chorus/Music/Theory
• Spring and winter concerts
• Senior chorus to graduation
• Two All State chorus members
• Billy Joel visit
• Songs of Love for Tess Ryan
• Orchestra
• Winter and spring concerts
• Springs fundraiser concert
• Senior Citizens Dinner/Theater Performance
• Five students in NYSSMA Festival
• Combined Band/Orchestra for graduation ceremony

1. Split High School Band into two groups for 2000-01, with separate bands for 9/10 & 11/12
2. Add a second Jazz Band to co-curricular activities
3. Make band position at high school full time

1. AP Music Theory
2. Easier access to technology – ITC often booked when needed by Theory class

1. Create section of Orchestra/Band to allow full orchestra on Tues./Thurs. all year (by audition)
2. Concerts in January and May

1. Have an auditioned "wind ensemble" of 30 students (any grade 9-12) that plays very advanced music literature and competes nationally
2. Have Jazz Band during the school day as a class
3. Add a full time brass instructor-assistant and band director at the high school

1. Music Technology Lab with keyboards
2. Possible fourth section (9^th grade?) of chorus

1. Orchestra classroom
2. Replenish inventory
3. Create a school policy in terms of lesson rotation

• Band
• Jazz Band, Instrumental Music Director for the high school musical, high school Marching Band, high school Stagecraft
• NYSSMA
• Chorus/Music Theory
• Technology on both exercises and composing
• Camerata
• Chanterelle
• Troubadors
• Orchestra
• Chamber Ensemble
• Pit Orchestra (taught string parts and performed) for musical

• Band – 89
• Chorus – 120+
• Music Theory – 18
• Orchestra - 29

• To introduce students grades K-4 to basic fitness, sports skills. To gain an understanding and appreciation of the benefits of a healthy and active lifestyle

• Provide Physical Education/Health education to students in grade K-4 three days per week, emphasizing social, physical, and emotional well being of all participants

• Rewrote K-12 Physical Education Curriculum
• Began comprehensive swimming lesson program at the RecCenter

1. Focus more on lifetime fitness wellness
2. Work with PTA to increase intramural opportunities before and after school
3. Bring back Jmmircus program

1. Look at physical education fitness wellness assessment; improve it to be more individualized, less competitive, and more focused on lifetime fitness wellness
2. Expanded Adaptive Physical Education program

• Before school intramural program grades 3-4
• After school swimming drown proofing lesson grades 2-3

• 495

• Initiate new K-12 Physical Education Curriculum
• Offer students opportunities to enhance physical skills
• Be able to utilize those skills in a social setting
• Gain a knowledge and appreciation of movement activities in the lifestyle

• Student strand choices in physical education classes
• More emphasize on the development of lifetime fitness, wellness skills

• Added two new exercise machines to middle school exercise, wrestling room
• Added new middle school teams B&G B Basketball, Jr. High Cross Country, Middle School Boys Lacrosse
• Conducted middle school at risk behavior survey (Pride)

1. Offer ping pong as part of the indoor racket unit
2. Provide swimming lesson for middle school students
3. Expansion of Adaptive Physical Education program

1. Look how we measure and assess fitness/wellness. More emphasize of lifetime
2. health/ wellness activities
3. Add more aerobic conditioning machines to fitness center wrestling room

• Expanded middle school intramural program golf - EHIT

• N/A

• To instill in students an appreciation and awareness of the principles and benefits of lifetime health/fitness wellness

• Provide physical education wellness activities to the whole 9-12 student population on an every other day basis

• Addition of outdoor volleyball/basketball courts and renovation of outdoor par course
• Addition of new teams - girls soccer
• Added new machines to weight room

1. Include more program options for lifetime fitness wellness
2. Include fitness wellness assessments that are more individualized
3. Provide more accurate records of student health/wellness

1. Work to make physical education part of the grade point average
2. Continue to investigate options for additional playing fields
3. Work to increase the size of the Kendall Madison Fitness Center through budget and fundraising means

• Wellness program for staff started
• After school fitness center program. Before school fitness program started
• Data collection and monitoring of student athletes’ grades

• N/A

• To incorporate the Mathematics, Science and Technology Standards into the curriculum
• To prepare students for the fourth grade ESPET test
• To gain skills, understanding, and appreciation of scientific concepts and principles

• Determined by grade level goals

1. Purchase and use of the BOCES Science Kits
2. Hiring of a teacher assistant to oversee laboratory preparation and relevant field trips

1. Update of the science room

• N/A

• N/A

• Adopt NYS Standards 1,3,4,6, and 7; ADOPT performance Indicators.
• Structure/restructure 8^th grade Regents Earth Science course to include content requirements of NYS Intermediate Exam.
• Restructure non-Regents 8^th grade course to meet new requirements.
• To raise the mean score on midterm exams
• To improve student writing abilities in science content areas

Recommendations
Short Term:

1. Storage for student projects
2. Regents class and lab periods back-to-back
3. Midterm and year-end review days for Regents students equal to high school
4. Use more graphs, charts and tables during instruction to develop students’ interpretation skills
5. More lessons in developing measuring skills
6. Up to date, standard-aligned text at every level
7. Add a research component to the curriculum at every level
8. Fine-tune the SEAL Program with evaluation from students, teachers and GFSF
9. Revisit ESPET kits in light of NYS curriculum and assessment changes

1. Set up NYS mandated tutorial for students at risk incoming from 4th grade
2. Start a Science Club for students who would enjoy science at an early level
3. Plan the middle school day with more time to teach and fewer interruptions
4. Access our scores on the pilot exam and item-analyze for the coming school year
5. Provide more cross-curriculum activities with team teaching
6. Provide more intra-curriculum activities from all science levels
7. Administer annual pre-test in grades 6,7 and 8 to diagnose targets for NYS Exam

• SEALS: Group for The South Fork
• Observations of meteor showers and planet alignment
• BNL Environment Art Contest - 2 winners
• Channel 12 News (Head of the Class)
• Article in Newsday on science program
• Summer Research Program at East Hampton High School for 7th and 8th graders
• Beach Clean-up
• Earth Day tree give-away

• N/A

• The pass rate (65 or higher) on all four Regents exams will be 90% or above
• The mastery rate (85 or higher) on all four Regents will be at least 35%
• Learning Standards #1, 2, 4, 6, and 7 will be incorporated into all lessons
• Students will gain skills, understanding, and appreciation regarding scientific concepts, principles, and theories and will develop lifelong scientific literacy

• Physical, Life and Earth sciences presented in spiraling curriculum culminating in NYS Intermediate Exam; accelerated 8th graders take Regents Earth Science

• Long Island Science Congress
• Portfolio lab reports
• Field trips: Museum of Nat’l History and Great Adventure physics trip
• Local field trips to surrounding ecosystems
• Tanks for the reveries (of students)
• Hawaii science trip

1. Create web pages for all courses
2. Start a Meteorology Club
3. Hook up computers loaded with review software in classrooms
4. Increase enrollment in chemistry from ES/Bio
5. Increase enrollment in AP courses
6. Increase number of students completing three years of Regents Science
7. "Scoring rubric" for lab reports
8. Work with sending schools to improve students’ knowledge of courses needed to earn Regents Diploma or Regents Diploma with distinction

1. Increase AP enrollments
2. Set up science research library
3. Set up an engineering strand – look into co-curricular involvement
4. Community service – ecology related
5. Encourage research in topics other than molecular biology which can lead to participation in local and national science competitions
6. Increase diversity of student participation in research courses
7. Increase diversity of student participation in AP courses & gender
8. Computers at each lab station
9. Develop pool of mentors for science research
10. Display cases in old wing and new wing – dedicated to science

• Environmental Awareness Club
• Astronomy, Marine, and Research Courses
• Summer Research Program
• SAT II Prep course (after school)

• N/A

• To prepare students for the fifth grade social studies test
• To integrate social studies with the writing program
• To study a variety of cultures and gain and appreciation for these cultures
• To gain an understanding of the state we live in

• Appropriate field trips for 3^rd and 4^th grade
• Student involvement in project work and presentations
• Integration of the social studies with art class projects

• Japanese Festival
• Underground Railroad project
• Art gallery

1. Arrange to have the Japanese exchange students involved
2. Add authentic food making presentations and sampling
3. DBQ’s and CR’s need to be added and assessed

1. Select an appropriate text and materials for 3^rd and 4^th grades
2. Include the study of China with greater emphasis on Asian studies

• Integration of the social studies week
• Art class projects

• 212

• To help students meet the responsibilities of standardized tests for their grade levels.
• To develop an understanding of U.S. history with a focus on New York State

• In every grade level the program is defined by the New York State curriculum. More specifically, the following are relevant:
• To teach students how people have formed societies throughout history to define, protect and promote their interests
• To teach the origins, history, and major political issues involved in the formation of the regime of the United States of America
• To teach the history of the United States from the Civil War to the present, focusing on the war and reconstruction, the new industrial society, the century of world wars, and the assumption of global responsibility

• Cyber trip to Egypt
• Asia Quest: Marco Polo on the Silk Road
• Field trip to Medieval Times
• Constitution Works trip to N.Y. City
• Field trip to Boston and Salem, Mass.
• National Geographic Geography Bee
• National Social Studies Olympiad
• Civil War museum pieces
• Guest visits by Vietnam War veterans
• Constructed questions for alternative social studies state examination (BOCES)

1. Develop and implement strategies to use computers and the internet in the classroom
2. Develop DBQ instruments aimed at the 8^th grade examination for every grade level from 5 through 8. Additionally, get copies of such instruments that have been developed by other teachers and other districts and use the internet to find such materials. Continue to upgrade primary sources and documents in the school library and departmental archives
3. Continue 8^th grade honors program, including more research in local documents, aiming at a local history competition for 2000-01

1. Replace texts in two to three year cycles in order to take advantage of advances in the field, including new technologies in the classroom, and to address the changing standards of N.Y. State.
2. Rework classroom space and equipment to make them more conducive to multi-media presentations and labs
3. Upgrade technology to utilize computer graphics programs in tandem with VCR, laser disc, CD, and traditional teaching methods
4. Offer staff development to take advantage of new technologies
5. Reorganize the 7^th and 8^th grade curriculum to allow 7^th grade to go past the Civil War. This will give the 8^th grade more time to focus on the late 20^th century that is a focus on 8^th grade exam
6. Increase the civics component of the 7^th and 8^th grade course

• Student Government
• 7^th Grade class advisorship
• 8^th Grade Honors programs

• 450

• Be able to interact well with all people, appreciate cultural diversity, and work cooperatively
• Understand one’s values and be able to recognized the values of others
• Understand the global community and connections between parts of the world
• Be able to connect the past to the present and future and understand one’s heritage
• Understand the many structures that make up the social world – governmental, social, economic and business, military, etc.
• Understand and accept change
• Be able to use the skills and tools of the social sciences and to apply thinking, research, and communication skills to social sciences
• Be able to function properly as a citizen of the community, state, and nation
• Relate current events to the past, to the future, and to the life of the individual citizen
• Understand the relationship between the individual, others, the group, and the social systems in which one finds oneself

• Social studies is a required course for all students (9-12)
• Preparation for two Regents examinations required for graduation for all students (10^th grade Global History and Geography and 11^th grade United States History and Government
• Electives for major/concentration sequences for graduation
• AP and honors offerings for high achieving and motivated students

• Stock Market Game 2000 (eighth ranking team)
• Field trips to the Suffolk Co. Jail (12^th grade)
• Field trip to NYC (Diversity in America course)
• Field trip to Ellis Island and the Federal Reserve
• Martin Luther King and African American Black History month activities
• Women’s History Month activities
• Cultural Diversity activities (including Diversity course)
• Mentoring of new teachers to the department
• Three teachers supervised two students teachers
• Full month of extra help preparation for 10^th and 11^th grade Regents
• Senior class participation in community events – Blood Drive, Toys for Tots
• Adopt-a-Family, voter registration
• Honors and AP courses at every level 9-12
• Implementation of scoring rubric for writing activities

1. Implement new AP Human Geography course
2. Review attendance policy for effectiveness in improving attendance
3. More technology in the classroom – equipment, training
4. Stop the practice of doubling failing students in two levels of S.S.
5. Develop matrix for recommendation to Honors classes
6. Implement AP/Honors entry and retention guidelines
7. Continue staff development in differentiated instruction
8. Increased dialogue among teachers and students about course selection

1. Need a new AP Global History two-year curriculum to provide alternative challenge for higher level 9^th and 10^th grade students
2. Need storage area for books, audio-visual materials and equipment
3. Develop classes and train teachers for addressing "at risk" students, including team teaching with special education at the 10^th and 11^th grade level
4. Increase participation in elective courses
5. Track the "trend lines" for elective courses, relate data, goals etc.

• Academic Team and Quiz Bowl
• Xerox Award in the Humanities for outstanding Junior student
• Harvard Book award (outstanding Junior overall)
• National Youth Leaders Conference
• Congressional Youth Leaders Conference
• Boys State and Girls State
• Democratic Party Essay Contest on National Issues
• Fed Challenge Competition
• Bridge School teaching
• Mock Trial

• 708

• Students are to become technologically literate. They will gain an understanding of technological systems, resources, problem solving methods, and the role of human responsibility in the control and application of technology

• Technology courses address the New York State Technology curriculum and standards set forth by the Education Department

• Technology addresses the needs of all the students in grades 5,6,7,8. It is both hands on and theoretical, calling on students to apply higher level thinking and problem solving skills

1. Installation of Electrostatic Dust Collecting System to provide a clean, safe, and healthy environment for students.
2. Curriculum review to address the new N.Y.S. standards and proposed Intermediate Assessment in Technology

1. Continued reassessment of curriculum and the addition of new innovative projects
2. The integration of computers in technology projects

• Introduction of the Technology program and curriculum to the 5^th grade elementary students

• 450

• To provide the students with knowledge and technical training necessary for them to become proficient with related equipment in their area of study

• Each of our classes affords our students the opportunities to explore and acquire skill and knowledge, which will allow them to succeed in high education and in the workplace

• All students to become proficient in the use of related equipment
• Club meetings and activities
• Entering contests
• Classes take part in service projects for the school
• Nature Conservancy Suffolk County 1^st and 3^rd Prize

1. More time allowed for special school related projects
2. It would be helpful for a shared phone to be installed in rooms 84 and 82 with an outside capability

1. Greater contact with the community/parents
2. Improve communication with vendors to forestall ordering problems
3. Information on products
4. Take care of repair problems and repair vendors
5. Build program enrollment from bottom up
6. Work to get freshman in program and keep them interested in technology electives

• Technology Club
• Photography Club
• Senior Play
• All School Musical
• Nature Conservancy Photo Contest
• Photography contests
• Local assignments

• 158

• To incorporate computer skills and software into regular curriculum; create a slide show about the states of the USA

• Students will use the program Power Point and notes collected in the library to create a slide show presentation about the state they are researching

• Bring research to computer class from library coordination with librarian
• Familiarize student with Power Point
• Students work individually on their singular state to produce a colorful, informative, and entertaining show
• Students will be audience – critique slide shows

1. Ensure that all students have a knowledge of keyboarding, word processing, document handling
2. Learn how images are saved from websites
3. Learn how to manage files electronically

1. Compile all individual presentations into one show about the United States
2. Present slide show to teachers and parents
3. Use computer Power Point in other disciplines – science, language arts, etc.

• Classroom social studies

• 118

• The integration of technology into core curricula
• Skill building, including software mastery and keyboarding

• Sign up basis
• Team teaching with classroom teacher
• Enhance class lesson with technology skills/products

• Product oriented e.g. "Young Authors Night’ portfolios
• Spanish/French menus
• Excel graphing
• Social studies travel brochures

1. Maintain existing equipment
2. Restore teacher aid position to full-time

1. Rewire lab
2. Upgrade air conditioning
3. Replace computers over a three year period

• After school computer

• 450

• To integrate technology into classroom activities and instruction for the purpose of enhancing learning and preparing students for the 21^st century

• With the help of the ITC coordinator, who is an experienced helping teacher and facilitator with expert computer skills, students and teachers have a computer resource in ITC that is on the cutting edge of instruction for the 21^st century

• Student publications
• Class projects using latest software: science and Power Point; interactive language programs; research in history and English; ESL classes
• World Wide Web and Email

1. Upgrade the electrical connections for the air conditioners and clear out old computers
2. More conferences for the coordinator to update constantly

1. An ITC assistant
2. Better communication with director and administration
3. Make teachers more familiar with the resources in ITC and the expertise the coordinator has for class planning
4. Invest in constant upgrading of equipment and coordinator’s learning opportunities

• Both award winning publications, Bonac Beachcomber and Beachplums are totally computer generated in ITC

• 900 students per week; about 40,000 per year

• The primary goal of the guidance program is to provide direct assistance to students and their families on matters of an educational and social nature

• The guidance department is involved with every facet of the student’s high school life beginning with transition programs for incoming 8^th graders and others new to East Hampton schools. The department schedules classes, prepares and reviews academic records and transcripts, activity and testing records. The department works with parents and students on the college selection process and career ladders. The department works with all academic departments on student achievement issues and schedules parent-teacher conferences regularly. The department is pivotal in the efforts of the ESL and Special Education areas.

• Created an action plan to implement the recommendations of the guidance consultant
• Participation in the planning of the proposed office renovations
• Sat on hiring committees for new counselors and clerical staff
• Bi-weekly Child Study Team meetings
• First annual college fair at East Hampton High School
• Presenters on college selection and financial aid
• Integration of the Academic Intervention Service into student programs
• Involvement in a new effort to effect growth in minority achievement
• Production of four newsletters
• Alumni panel presentation to the senior class

1. Orientation of the two new counselors and clerical staff
2. Continued involvement in planning the new office facility
3. Create an outline of a guidance handbook and a calendar of important dates for the year to send to parents and students
4. Begin use of the new ExPan Program (College Admissions Program)

1. Build a budget which will adequately furnish the new facility
2. Write a guidance plan which will meet the guidelines provided by the State Education Department
3. Expand guidance activities into the middle and the elementary schools and begin work to coordinate with the sending school districts
4. Make recommendations on proposed changes in the student management computer system

• Though there are no formal clubs attached to the Guidance Department, all three counselors are deeply involved in student activities:
• Advisor to the freshman class
• Rotary Interact Club Advisor
• Liaison for service learning activities in the region
• New college fair
• Four speakers on college and financial aid
• Alumni panel
• Newsletters for the community
• Awards ceremonies and programs
• Scholarship and contest application

• N/A

• Introduce students to all aspects of a library and promote reading

• Children are introduced to many types of literature, library organization and etiquette, and research and reference skills. Library also provides reading, audio-visual and video materials to support teacher lessons

• K – Learned and reviewed nursery rhymes, parts of a book, and listened to and discussed classical primary level stories
• 1^st – Learned library responsibility, studied story versions, introduction to encyclopedia and genre books
• 2^nd – Study of story versions, introduction to encyclopedias and atlas, genre books, introduction to chapter books
• 3^rd – Study of story versions, completion of reference skill cards using encyclopedia, dictionary, atlas, almanac, and electronic encyclopedia, coordinated activity with computer writing reports on presidents
• 4^th – Study of Greek Mythology, completion of reference skill cards using encyclopedia, dictionary, atlas, almanac, and electronic encyclopedia, coordinating activity with computer doing Power Point presentations on states

1. Review and improve procedure to encourage Kindergarten students to check out books
2. Completion of wiring and installation of cable TV and on line library catalog is important!

1. Review the library schedule to allow students more opportunities to check out and return books

• N/A

• 495

• To provide students, faculty, and staff with materials and resources through a full range of library and technology services

• The library provides print and non-print materials and resources that support all areas of the curricula, provides books for classroom and pleasure reading, and follows a curriculum of instruction for reference materials and technology

• Junior Great Books for grades 5 & 6
• Greater New York Read-Aloud (high school students came to the middle school to read to 5^th graders)
• Trivia contests

1. Open library during all lunch periods
2. Junior Great Books grade 7
3. Library should be open after school until 3:30 p.m. at least two afternoons (Tues./Thurs.)

1. Library renovation/addition which will allow the library to become a modern library/media center.

• PTA Book Fair (held in the library)
• Partners in Literacy Book Fair (buy one get one free to promote summer reading)
• Teddy Bear Day – celebration of Teddy Roosevelt’s birthday

• N/A

• To encourage reading; to help students understand the research process; to use both print and electronic sources for that purpose; to help students evaluate best resources for projects; to provide materials and information to staff
• Implement NYS Standards for Library Media Sciences

• The library serves as the information hub for the school through the use of print and electronic resources. It serves students both directly and indirectly - directly by teaching research skills and making available research materials; indirectly through providing materials for teacher support

• Freshman orientation
• Greek and African mythology enrichment
• Poetry and Dante seminars
• Added several leisure reading periodicals to appeal to technology students
• Upgraded computer hardware and software to include word processing tools

1. Continue budget and administrative support for the library
2. Improve repair process of computers and software
3. Add appropriate support staff
4. Track student use in the after hours

1. Enlarge the library to include a small meeting/group study room, a quiet room, large storage areas
2. Additional shelving and floor space so library can be central to the academic and co-curriculum life of the school community

• Great Books Club
• Participation in NYS Read Aloud
• Bookhampton Rewards Program
• Community resources

• N/A
• *All students in school use the library at one time or another both with classes and for independent reading, study, and work

• Increase academic achievement of all students particularly minority and special education students

• We will utilize our knowledge of assessment, learning, and interpersonal relationships to assist school personnel to enrich the experience and growth of all children. Continue to coordinate and disseminate information from various conferences and workshops to staff

• Parent – Parent education workshops on various issues related to improving academic achievement K-12
• Bilingual – Parent outreach to Hispanic community, welcoming of parents and new students, and adjustment groups to beginning ESL students. Translation of documents, providing information to staff regarding cultural issues. Translation for parents at Committee on Special Education meetings.
• Pre-referral CST, IST – Development and participation in Child Study Teams and Instructional Support Team. Student enrollment in on special education resource room (5-8)
• Study Skills – K-12 study skills groups to assist with organization, consistent homework habits, and test taking strategies. Provided students with handouts on various study skills and test taking techniques

1. Build a repertoire of pre-referral strategies
2. Provide feedback to teachers and administrators on effectiveness of programs
3. Increase number of group counseling services related to various issues for all levels
4. Increase academic achievement of Hispanic students by:
5. Providing a short term (8 to 12 wks) weekly group for ESL parents to support their transition to a new community and school
6. Translating all school related documents ahead of time e.g., Handbook, Program of Studies, etc.
7. Continuing to disseminate information to parents regarding school policies, homework, and organizational skills in both Spanish and English

1. Decrease number of classifications in Special Education
2. Increase and continue to encourage parent involvement through various workshops
3. Improve academic achievement through continued ongoing counseling with students to address both interpersonal and educational difficulties they might be experiencing
4. Emphasize to parents the importance of consistent attendance and daily study habits and how they relate to academic achievement

• Parent Outreach
• PTA presentations
• Coordination of community services
• Promotion of community programs
• Membership on High School Site Based Team
• High school attendance appeal committee
• TLC-Teacher Consultation
• John Marshall Elementary School after school tutoring
• Family Support Team
• Crisis prevention training
• Child Find
• Presentation for inservice courses
• Companion Program

• Program Enrollment:
• 700 students

• The primary goal of the department is to provide skill remediation and compensatory instructional strategies that will enable students to function independently and successfully in an academic setting. The department also strives to narrow the achievement gap of special education students by refining instructional support on all levels

• All special education students follow the regulations of the New York State curriculum
• The program follows the student’s I.E.P. mandates i.e., annual goals, objectives, assessment, and testing modifications
• The department provides compensatory instruction, remedial instruction, study skills, and organizational strategies for all students
• The program establishes a crucial link between the home and school via regular progress reporting and parental outreach/support
• The Committee on Special Education meets biweekly throughout the year to address appropriate placement for each student
• VESID – Post Secondary opportunities work with Pupil Personnel Services/Faculty on strategies for mainstream success

• Use of instructional strategies and procedures that match the preferred learning modality of students
• Integration of computer technology into the curriculum through use of high school learning lab and Power Point presentation
• Team Teaching English 11 class for second year
• Published interview on the success of the 7^th/8^th grade middle school resource program in the Suffolk/Peconic Teacher Center News
• Published interview on the resource room Master Notebook/Study Skills program initiated school wide in the district publication The Observer
• All high school teachers trained in use of Plato educational software
• Targeting at risk students early and providing intervention at John M. Marshall Elementary School
• Student volunteers have shown responsibility and school pride by maintaining the school store at John M. Marshall Elementary School

1. Updated computer systems in all resource rooms. Computers must be able to operate increasingly more complicated software
2. To integrate the use of the special education high school computer lab into the students’ schedules
3. Further training in Plato and other computer software programs that support the content areas
4. Continue preparation for New York Stat mandated examinations
5. Schedule a preparation component for the New York State Science and Social Studies examinations mandated for Spring of 2001
6. The continued support and tutoring of students after 1st grade in John M. Marshall Elementary School
7. Monitor impact of Academic Intervention Services plan on special education students
8. Participate in mainstream department meetings
9. Encourage special education teachers into mainstream experiences
10. Implement new models of team teaching/co-teaching

1. Decrease number of classifications in special education
2. Increase test results for all state mandated tests K-12 and
3. Special education students will continue to participate more fully in the general education program through the development of team teaching and inclusion models at each building
4. Continue articulation and alignment with academic departments in the elementary, middle, high school, and sending districts
5. Assign different reading and writing genres to specific grade levels in the middle school (grades 5,6,7,8)

• Parent outreach education workshop on understanding the nature of learning disabilities by special education chair and school psychologist
• Parent outreach meeting in Springs School District with special education parents regarding new requirements for graduation
• Staffings with individual parents on an as need basis regarding scheduling concerns and ways to improve academic success with department chair, teachers, and guidance counselors
• Orientation program for new teachers by special education department chair and school psychologist for understanding the special education student in the general education classroom
• SAT and ACT test days established in spring and fall terms for juniors and seniors to participate in these examinations and receive appropriate testing modifications
• Department chair attends Annual Reviews of Committee on Special Education in sending districts to inform them of procedures and scheduling concerns
• Extra help tutoring sessions on a daily basis in high school and middle school to assist students to complete assignments and prepare for examinations
• Participation in Family Support Team in John M. Marshall Elementary School
• Special Olympic volunteers by department members
• Inservice workshops for all staff held semiannually on best instructional strategies for pervasively and emotionally disabled students

• K-12 96/97:  226
• 97/98:  244
• 98/99:  248
• 99/00:  239
• *00/01:  230

Return to TOP

• To provide adequate S/L intervention in terms of frequency/duration so as communication skills support academic, intellectual, and social/emotional functioning

• Provide articulation, language, voice fluency and auditory skills training for K to 12^th grade Special Education and mainstream education students individually and in small groups

• Integrated and aligned S/L lessons with classroom curriculum i.e., Success For All, Kinderoots
• Increased computer instruction, especially written/expressive language
• Expanded parent reporting and home carryover program

1. To focus more fully on early S/L intervention and its role in auditory memory, discrimination, plus sound-to-symbol reading readiness
2. More effective division of student caseload between Speech Language Pathologists
3. Build in a continuous hour of evaluation time for CSE/CST assessment

1. Consistent/appropriate classroom space for S/L sessions to meet
2. Fully computerized IEP’s rather than #2 pencil-in Scantron sheets, which would facilitate more fully individualized S/L IEP’s
3. Use of Speech Language Pathologist in non-mandated Resource Room

• Addressed S/L needs of speech students as teacher in middle school homework club
• Recruiting of Special Education third graders into after school jogging program for peer interactive communication

• District Total 152

• To ensure that students receive career information, awareness, and experience throughout a variety of programs

• The School To Work department works to place high school students in internships, and eighth graders in a one-day shadowing, as well as gather Junior Achievement volunteers for 5,6, and 7^th grade classes

• Sent over 250 students to successful one day shadowings
• Held Career Day where over 50 business people spoke about career goals
• Arranged for 47 Montauk students to shadow various businesses in the Washington DC metropolitan area

• Seek out more businesses to accommodate the growing number of students and variety of student choices for the eighth grade shadowing
• Increase number of students completing internships
• Increase student participation in Career Day

• The program should become part of the district budget so salaries and funding are not so dependent on grants and contributions from sending schools
• Students on one-day shadowings should be better prepared in behavioral expectations and the actual career they will be shadowing
• Persuade Career Day speakers to use more hands on activities

• Bi-annual Career Day for all high school students
• School Business Advisory Board organizes workshops to network with other School to Work programs
• Active participants in the Long Island School to Career Partnership

• High School Internships 70
• Shadowing 250+
• Junior Achievement 200

• Provide health care and education to all students
• Assess health needs as needed by students
• Physical education student – reporting accident and injuries
• Assist with adaptive physical education

• To continue state health care requirement i.e., immunization, vision and hearing tests – PE’s
• Maintain professional level of communication with staff, Child Study Team, Pupil Personnel Services, and administrators
• Liaison with community members and organizations

• Screening for 830 students
• Physicals 450 students
• Liaison with Spanish community
• Daily communication with health care provider of students
• Guidance Department and Pupil Personnel Services contact on a regular basis for new student registration

1. Improve computer access in health office
2. Continue making clerical assistance available daily
3. Develop area of privacy for discussions with students for private health issues
4. Reorganize and design a new health office facility

1. Adaptive Physical Education program expanded
2. New Health and Wellness program i.e., Target

• Community resource – complete program
• Health Awareness Day
• Field trips – health needs for student activities
• East Hampton Union Free School District Disabilities Committee

• N/A